Oblikovanje in evalvacija aktivnosti za pouk naravoslovja na prostem v petem razredu osnovne šole

Zaleznik, Sabina (avtor), Susman, Katarina (mentor)

Temelj sodobne šole naj bi bil življenjsko, izkustveno učenje, ki skozi realne življenjske situacije vodi do trajnejšega znanja. Ena od oblik učenja, ki to omogoča, je pouk na prostem, saj daje učencem neposreden stik z vsebino, učenci pridobijo uporabno znanje, pripomore k boljšemu zdravju in socialnemu razvoju. Učenci so za delo bolj motivirani, saj v učenju vidijo smisel in uporabnost, hkrati pa razvijajo zavest in odgovornost do okolja. V okviru magistrskega dela sem načrtovala in oblikovala pouk naravoslovja na prostem za skupino 16 učencev 5. razreda v enem od centrov CŠOD v Sloveniji, ga izvedla in nato evalvirala. V magistrskem delu sem ugotavljala, ali s poukom na prostem dosežemo zastavljene izobraževalne cilje naravoslovja in tehnike, kakšen je odnos učencev do pouka na prostem, ali so učenci pridobili nova znanja in spretnosti, ali takšna oblika pouka pozitivno vpliva na situacijski interes učencev ter ali ocene pri naravoslovju izražajo znanje, ki so ga učenci pokazali pri učenju v naravi. Raziskava je temeljila na deskriptivni metodi pedagoškega raziskovanja in kvalitativnem pristopu. Podatke smo zbirali z opazovanjem z udeležbo, nestrukturiranim intervjujem in preverjanjem znanja. Raziskava je pokazala, da učenci tudi s poukom na prostem usvojijo zastavljene cilje in izkazujejo znanje tudi na višjih taksonomskih stopnjah po Bloomu. Učenci so se naučili novih spretnosti in pridobili znanja. Večine izvedenih aktivnosti v učilnici ne bi mogli izvesti. Učencem se je zdel pouk na prostem zanimiv, izrazili so željo po več aktivnega pouka in pouka na prostem. Pokazali pa so visok situacijski interes za pripravljene in izvedene dejavnosti. Izkazano znanje učencev pri pouku na prostem pogosto odstopa od ocene pri predmetu naravoslovje in tehnika. Oblikovane vsebine in rezultati bodo koristili tistim učiteljem, ki bodo pripravljali aktivnosti in pouk na prostem ter služili za motivacijo in spodbudo učiteljem, da bi se večkrat lotili organizacije pouka na prostem.

• Jezik: Slovenski jezik
• Ključne besede: naravoslovje
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2017
• PID: 20.500.12556/RUL-93008
• COBISS.SI-ID: 11629385
• Datum objave v RUL: 24.08.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Design and evaluation of activities for teaching science through outdoor learning among year 5 primary school students

Izvleček

The foundation of a modern school should be lifelong and experiential learning from real life situations leading to lasting knowledge. One of the forms of learning enabling that is outdoor learning; students come in direct contact with the content, it helps them gain applied knowledge, and contributes to better health and social development. Students are more motivated for schoolwork because they see the aim and applicability in it while developing awareness and environmental responsibility. Within the master’s thesis, I designed and planned outdoor learning science activities for a group of sixteen students in the fifth class of the primary school in one of the CŠOD centres in Slovenia at the time. After the performance of the activities, I assessed them. I determined whether the set educational goals of the Science and technology could be achieved from outdoor learning and what kind of attitude toward outdoor learning students had. I also established whether students gained new knowledge and acquired new skills, whether such form of learning made a positive impact on their situation interest, and whether their grades in the Science and technology reflected the knowledge they showed from outdoor learning. The survey was based on a descriptive method of educational research and qualitative approach. I collected data through observation with participation, non-structural interview, and examination. The survey showed that students acquired learning objectives from outdoor learning and knowledge at higher taxonomic level according to Bloom. Most of the activities could not be carried out in the classroom. Students expressed the opinion that the outdoor learning was interesting and they liked to learn in a more active way through outdoor activities. They showed high situation interest in performed activities. Their grades in the subject often deviate from knowledge demonstrated at outdoor learning. Designed content and results will be useful for teachers who will prepare outdoor activities, and will serve to motivate and encourage teachers to organise outdoor learning activities more often.

• Ključne besede: science